Flexible Grouping: Teaching All the Kids All the Time Marty Hougen, Ph.D. The University of Texas Center for Reading And Language Arts mhougen@mail.utexas.edu Create partners, A & B, introduce Given that there are more students who need to learn than there are teachers to teach them, what is the best way to organize students, teachers, and the curriculum to manage instruction for the effective teaching of reading? (Eldridge, 1984, p. 800) The way in which teachers structure classroom instruction can determine how students interact with each other and with the teacher, which in turn can affect the cognitive and affective outcomes of instruction. Schumm, Moody, Vaughn

Features of Effective Instruction Provide explicit and systematic instruction -Model with many examples -Break activities into small, manageable steps -Pace instruction to match students’ learning needs -Scaffold instruction Let’s review the features of effective instruction, the type of instruction that struggling readers must have in order to accelerate their learning.

Features of Effective Instruction Include many opportunities for practice and responding -Guided and independent practice -Maximize opportunites for students to participate and respond

Features of Effective Instruction Provide corrective and appropriate feedback -Check for understanding -Monitor progress

Flexible Grouping Allows Differentiated Instruction When you think of implementing flexible grouping for differentiated instruction, what concerns you the most? Differentiated instruction means teaching students according to their individual needs..Instruction is varied to meet the needs of all students within the same class. Differentiated instruction means teaching students based on what they know and what they need to know. Students’ needs are determined and effective, systematic instruction is provided that targets these needs. Differentiated instruction also includes grouping and regrouping students flexibly according to their shared needs and abilities. This means continuously monitoring student progress and regrouping students based on their progress.

History of Grouping Practices Small, teacher-directed, same-ability groups Whole-class instruction, cooperative-learning groups Mixed-ability groups Small, teacher-directed, same-ability groups: changed because perception was that it lowered self-esteem and motivation among students with reading problems; restricted friendship choices; over-represented minorities in the lowest group; and widened the gap between high and low achievers. Researchers found that instruction varied in terms of instructional time, time on task, focus on comprehension, appropriateness of materials, and the amount of material read. So ability grouping was discouraged. Recently, whole-class instruction, cooperative-learning groups, and mixed-ability groups emerged as the more popular grouping formats. Recent research shows that the majority (76%) of teachers primarily use whole-class instruction and small mixed-ability groups. Important to examine the significant role of small, teacher-directed, same-abioity groups in teaching students to read. Same ability grouping has been judged “maladaptive”. It does not maximize each student’s opportunity to reach the same common goal. Pull-out for special ed. Or Title I criticized quality of instruction in resource and inconsistencies with general education program. Same ability groups had inferior instruction for lowest group, focusing on isolated skills and not purposeful reading in connected text. Groups were stable, restricting contact with peers and friendship choices.

Types of Grouping Whole Group Small Group (Same Ability) Small Group (Mixed Ability) Pairs/Partners One-on-One Whole-class instruction doesn’t always work for struggling readers who need intensive, explicit instruction aimed at meeting their specific reading needs. Research indicates that students with reading difficulties who are taught in small groups learn more than students who are not instructed in small groups. Research supports two grouping formats for teaching reading to struggling readers: 1. same-ability groups (3-7, targeted instruction) With the teachers adjusting pacing and instruction to meet specific needs and regularly changing group membership. Provides oppr. For practice and feedback. 2. Peer tutoring: students work together. A struggling reader is usually paired with a more proficient reader. Alternating roles so students can act as tutor and tutee. A typical 3rd grade classroom has students on the 1 to 6th grade reading levels, at advanced, established and struggling reader levels. Grouping can address the wide range of reading abilities. Students preferred partner learning. Mixed ability avoids stratification and ensures high quality instruction for all. Trend is toward inclusiveness, including children with disabilities, cultural and linquistic diversity, and gifted and talented

Whole Group Engages teachers and students in shared learning experiences Allows inclusion of every student Read alouds Shared writing Author’s chair Speaking/performances Class discussions Modeling Introduction of new concepts Texas Education Agency: Second Grade Teacher Reading Academies There is a time for whole group instruction.

Small Group (Same Ability) Meets individual students’ needs Allows teachers to vary membership Maximizes opportunities for students to express what they know and to receive feedback Often used for reading and math instruction Small group instruction targeted to specific student needs Texas Education Agency: Second Grade Teacher Reading Academies Research shows few differences between small-group instruction of 2-3 students and 1:1 instruction. Because teaching students in groups of three allows more students to receive instruction at one time, instructional time is increased. One-on-three grouping can be implemented at a lower cost than on-on-one instruction.

Pairs/Partners Meets individual needs Motivates students Addresses social needs Partner reading Practice activities Center/station activities Peer tutoring Texas Education Agency: Second Grade Teacher Reading Academies Pairing and peer tutoring are motivating ways to engage students, met individual needs, and free the teacher to work with a small group as students help each other. Student roles vary, with students taking turns helping each other. Students prefer working in pairs. Students must be taught how to work in pairs and to give feedback to each other.

One-on-One Meets individual needs Allows for more intensive instruction Often used for students who have reading difficulties Instruction targeted to needs of each student Texas Education Agency: Second Grade Teacher Reading Academies Allows for more attention and intensive instruction. Because of the demands this format places on teachers who teach over 20 students, one-on-one often does not provide sufficient opportunities for struggling readers to receive the scaffolding and explicit instruction they need. Generally considered most effective way of increasing students’ achievement. Has been validated, esp. for students considered at-risk for school failure. 1:1 rarely occurs in general ed. Or sp. Ed. Classrooms--other than to clarify instructions. Tutoring Helped. So 1:1 instituted in 1980’s.

One-on-One Instruction Research shows few differences between small-group instruction of 2 to 3 students and one-on-one instruction Because teaching students in groups of three allows more students to receive instruction at one time, instructional time is increased One-on-three grouping can be implemented at a lower cost than one-on-one instruction Texas Education Agency: Second Grade Teacher Reading Academies

Grouping Why should you group students for instruction? Grouping addresses the wide range of reading abilities Texas Education Agency: Second Grade Teacher Reading Academies Grouping can positively influence the levels of individual student engagement and academic progress when used effectively. Maheady, 1997

Flexible Groups Flexible groups provide opportunities for students to be members of more than one group. The key to successful grouping is to monitor student progress. For example, a student may be grouped with one set of students during a supported-reading lesson and grouped with another set of students during a word-sorting activity. Flexible grouping appeals to students who prefer working with a variety of classmates rather than with the same students all the time. In small groups, struggling readers receive explicit, intensive instruction they need, as well as opportunities for collaborative work with classmates who are more proficient readers. The key to successful flexible grouping is to monitor student progress. Determine memberships of groups based on student skills, prioir knowledge, and interests.

Grouping for Struggling Readers Research supports two grouping formats for teaching reading to struggling readers: Same-ability groups Adjust pacing and instruction to meet specific needs Regularly change group membership Peer tutoring Alternate roles so student can act as tutor and tutee Provide opportunities for students to tutor younger students

Grouping for Instruction When small groups are utilized, student learning can be greater than individual instruction or large group instruction What features of instruction are addressed with small group instruction?

Features of Effective Instruction Provide explicit and systematic instruction Include many opportunities for practice and responding Provided corrective and appropriate feedback. Show video, 3TRA, differentiated instruction.

When Is Small Group Instruction Effective? Effective Small Group Instruction Ineffective Small Group Instruction Using assessment data to plan instruction and group students Teaching targeted small groups Using flexible grouping Matching instructional materials to student ability Tailoring instruction to address student needs Using only whole class instruction only Using small groups that never change Using the same reading text with all the students Using the same independent seatwork assignments for the entire class

Questions You Ask In what reading areas are students on track? In what reading areas do students need additional instruction? What specific skills have been mastered? What instruction can I provide to ensure mastery (more practice, more modeling, more scaffolding, smaller group)? Reading First Initiative: Secretary’s Leadership Academy

Questions continued Which students have similar instructional needs and will form an appropriate group for instruction?

Planning Group Instruction Use assessment data to group students and plan appropriate instruction: Examine established benchmarks Document student progress and look closely at data Group students and target instruction to meet needs of students Texas Education Agency: Second Grade Teacher Reading Academies Examine HO #1, profiles, and planning sheets.

Use Small Groups to Address Features of Effective Instruction Systematic, explicit instruction Manageable Steps More opportunities to respond Immediate Feedback

LN <25 at risk, 25< some risk, >37low risk PS: <10 deficit, <35 emerging, >35 established NW: <13 at risk, 13-24 some risk, >24 low risk

Keeping Groups Flexible Regroup Often Use class work, informal assessments during instruction, and progress monitoring of at-risk students to regroup students and change instruction Texas Education Agency: Second Grade Teacher Reading Academies

Key Issues for Managing Groups Teach students to work independently! Consider using mixed ability groups for independent work Choose appropriate activities for independent work

How Do I Teach Students to Work Independently? Teach each independent activity as a separate set of lessons (with modeling and feedback) Practice, practice, practice Teach “independence” in small increments

How Can I Use Mixed Ability Groups for Independent Work? Assign all students to mixed ability groups to fill the number of independent work centers E.g., If there are 3 stations/centers split the class into 3 groups Separately, also assign students to the same ability instructional groups you will work with The # of instructional groups should also match the number of centers

What Will Other Students Do While I Teach a Small Group? Managing small groups Reading Corner -- where a wide variety of books are organized by topic and reading level, and students can read and reread with a partner, or in a small group All About Words -- extends vocabulary, word study, and spelling knowledge and skills Writing Plus -- extends all the components of reading through a variety of writing activities, including computers Show video: note the behavioral system in place, the center or work station activities used, etc. Texas Education Agency: Second Grade Teacher Reading Academies

FAQs 1. How do I manage more than one group at a time? When introducing centers/stations, take sufficient time to explain, demonstrate, practice procedures, and clarify expectations one step at a time. Establish rotation procedures that allow you to work with a small group without interruption. This helps avoid interruptions and emphasizes the importance placed on completing the activities independently. Centers reinforce specific concepts and skills that have been introduced and taught. They provide opportunities for additional practice, application, and generalization in other contexts. Centers may be added and center tasks changed to reflect the concepts and skills taught. Certain centers can be required for specific students, with other centers optional and open to all students.

FAQs 2. What will other students do whle I teach a small group? Provide opportunities for students to work in literacy-related centers or stations, on reading- and writing-related activities and projects. Demonstrate activities in lessons before introducing them in a center/station. Creating literacy centers that involved reading and writing activities ensure learning when structure is provided and routines are established. Create easy-to-follow rules.

FAQs, #2 continued Link a variety of activities to reading skills/topics/content-area subjects. Provide choices: some students need more practice than others. Select concepts or skills to address. Then choose activities that help students to understand, practice, and apply previously-taught material. Centers are NOT busy work. Centers should provide additional practice and extend learning for ALL students. Consider traffic flow, use of materials, and space. Include a variety of areas for small groups t work. Start slowly at the beginning of the year. Centers do not have to change every week. Choices provide opportunities for students to remain for extended periods in one center. Incorporate activiites/lesosn that you teach in whole group or small group for extra practice. Represent various levels of complexity and activities.

Remember! Combine early reading data with other sources of information to form reading groups Continuously monitor student progress Regularly regroup students for reading instruction that meets student needs Use a variety of grouping formats Texas Education Agency: Second Grade Teacher Reading Academies

Be flexible! Falls through the cracks! Our job is to be ensure no child Falls through the cracks!

Please complete the evaluations and Try flexible grouping! Thank you! Marty Hougen, Ph.D. The University of Texas Center for Reading And Language Arts mhougen@mail.utexas.edu Create partners, A & B, introduce